A NARRATIVE REPORT ON

CONTEMPORARY ARTS PRODUCTION EXPERIENCES

Submitted to Ms. Jacqueline M. Clerigo

Teacher I of Sico 1.0 National High School (Grade 7-12)
Sico 1st, San Juan, Batangas

In partial fulfilment
Of the requirements for the strand of
SCIENCE, TECHNOLOGY, ENGINEERING AND MATHEMATICS (STEM)
(Contemporary Philippine Arts in the Region)

LORENZ JOHN EVANGELISTA ASCUNA

ANGELIE SALAS ALPAR
JIELYN MULINGTAPANG CUMAHIG
JIM MARK LUZON PALAGANAS
March 2020
 The narrative reports on Contemporary Arts Production Experiences here
to attached, prepared and submitted by LORENZ JOHN EVANGELISTA
ASCUNA, ANGELIE SALAS ALPAR, JIELYN MULINGTAPANG CUMAHIG
and JIM MARK LUZON PALAGANAS in partial fulfilment of the requirements for
the Contemporary Philippine Arts in the Region is hereby accepted.

JACQUELINE M. CLERIGO
Subject Teacher

March 03, 2020

Date
 BIOGRAPHICAL SKETCH

The author was born on 12th day of February 2002 under the birth sign of

aquarius (Horse in Chinese Zodiac Sign) at Libato, San Juan, Batangas. He is

the last child among the three offspring of Herminio Escartin Ascuna, and Editha

De Guzman Evangelista.

        He finished his elementary years in Libato Elementary School, a public

school in Batangas in the year 2013. He took his high school in Sico 1.0 National

High School (Grade 7-12), also a public school in Batangas in the year 2018.

         He is currently taking the STEM strand in the same school where he took

his high school years as the continuation of the K-12 Program. He choose that

school again because he loves the education system and the teachers are

loveable and kind.

         His goals in life are: to finish his study, to achieve his dreams , to establish

a successful business, to help his family and of course to have a simple family.

LORENZ JOHN EVANGELISTA ASCUNA

BIOGRAPHICAL SKETCH

The author was born on 25th day of March,2001 under the birth sign of

Aries(The Ram in Chinese Zodiac Sign) at Sico 1st, San Juan, Batangas. She is
the second child among the four offspring of Danilo Rebosquillo Alpar and Araceli

Sabile Salas.

                 She graduated her elementary years at Pal- Sico Elementary

School in Sico 2nd San Juan Batangas, in the year 2013. She took her high

school at Sico 1.0 National High School (Grade 7-12), and graduated her junior

high school under the year 2018. After graduating junior high school, she decided

to continue her senior high school years also at Sico 1.0 National High School 

(Grade 7-12)

                 When she first entered senior high school, she choose  the

HUMMS strand as her first choice. But she decided to shift into STEM strand for

her to challenge herself to deal in a more complex and challenging ways of

learning.

                 Her goals in life are: to finish her studies, to help her family, to

be  success someday in her field of specialization and to have a good and better

future.

ANGELIE SALAS ALPAR

 BIOGRAPHICAL SKETCH

The author was born on 23th day os September 2001 under the birth sign of

Libra (Snake in Chines Zodiac Sign) at Libato San Juan Batangas. She is the last

child among the six offspring of Reynaldo Ascuna Cumahig and Santa Lacorte

Mulingtapang.

           She graduated her elementary years at Libato Elementary School in

Libato, San Juan, Batangas in the year of 2013. She took her high school in Sico

1.0 National High School (Grade 7-12) and graduated in the year 2018.

            She currently taking the STEM strand in the same school to achive her

dreams. Her goals in life are: to finish her study, to be  successful someday and

to help her family.

JIELYN MULINGTAPANG CUMAHIG

 BIOGRAPHICAL SKETCH

The author was born on 26th day of May 2002 under the birth sign of Gemini

( Horse in Chinese Zodiac Sign) at Sico 1st San Juan Batangas. He is the

second child among the six offspring of Jeremias Sayat Palaganas and Myrna

Samarita Luzon. He graduated his elementary school years at Pal- Sico

Elementary School, a public school in Batangas in year 2013. He took his high

school in Sico 1.0 National High School ( Grade 7-12), a public school in

Batangas. Right now, he continue stuying in Sico 1.0 as a senior high school. He

currently taking the STEM strand in able to gain more learnings and knowledge.

          His goals in life are : to finish his study, to achive his dream, to help his

family and to have a simple family in future.

JIM MARK LUZON PALAGANAS

ACKNOWLEDGEMENT

The following individuals help and taught the authors for the successful

completion of their work.

 Christian Ebora, student of Sico 1.0 NHS Grade (7-12) for his voluntary

help in videography.

Erick Ramos, one of the student of Sico 1.0 NHS Grade (7-12) for his help

in taking videos.

Irish Dianne Giron, student of Sico 1.0 NHS Grade (7-12) for her support

and effort on taking some extra position during video taking.

Ken Marquez, also a student of Sico 1.0 NHS Grade (7-12) for his

technical support on our group.

Grade 12 STEM Einstein students of Sico 1.0 NHS Grade (7-12) for their

voluntary help as extras during video taking.

Jim Mark Palaganas family for providing the shooting place for some

scene in the film.

Mrs. Mayoliza M. Tatlonghari, STEM Einstein for a heartfelt support on our

group and on each STEM students.

Ms. Jacqueline M. Clerigo, Teacher in Sico 1.0 National High School, San

Juan, Batangas for her moral support, encouragement, acceptance, sharing her

ideas and assistance given by her.

Most of all, to the almighty God and our eternal Father for his love, care,

knowledge, wisdom, and strength that they always given to us in able to address

all the problems and to have the inspiration to continue doing the best.

Lorenz John E. Ascuna

Angelie S. Alpar
Jielyn M. Cumahig
Jim Mark L. Palaganas
TABLE OF CONTENT
 INTRODUCTION

A Contemporary Art is a reference to Contemporary Art meaning "the art

of today". More broadly includes artwork produced during the late 20th and early

21st centuries. It generally defines art produced after the Modern art movement

to the present day. However, modern artwork is not just art produced during a

specific time-frame. This genre of art does have its own approach or style that

distinguishes it from others.

Yet, this style of art is difficult to define because it includes such variety.

Some argue that the basic approach and goal of modern art is to challenge the

nature of artwork itself. It can also make the viewer question what it is that

defines art. Therefore, this style of art is not particularly uniform, and it may be

more challenging to precisely describe than any other genre of art.

OBJECTIVES OF THE COURSE

1. Justifies the use of materials and the application of techniques.

2. Conceptualize contemporary art based on techniques and performance

practices in their locality.

3. Applies artistic skills and techniques in the process of creation.

4. Upgrade their artistic and creative skills.

5. Incorporates contemporary characteristic to one's creation with attention to

detail.

6. Creates the intended final product using appropriate materials for the best

possible output.
 THE COMMUNITY

Batangas

Batangas (Tagalog: Lalawigan ng Batangas), (Spanish: Provincia de

Batangas), is a first class province of the Philippines located on the southwestern

part of Luzon in the CALABARZON region. Its capital is Batangas City and it is

bordered by the provinces of Cavite and Laguna to the north and Quezon to the

east. Across the Verde Island Passages to the south is the island of Mindoro and

to the west lies the South China Sea. Poetically, Batangas is often referred to by

its ancient name Kumintang.

Batangas is one of the most popular tourist destinations near Metro

Manila. The province has many beaches and is famous for excellent diving spots

including Anilao in Mabini, Sombrero Island in Tingloy, Ligpo Island in Bauan,

these areas more popularly known as Anilao. Matabungkay in Lian, Punta Fuego

in Nasugbu, Calatagan and Laiya in San Juan.

 Batangas is also where Taal Volcano, one of the Decade Volcanoes is

located. It is also where the Taal Heritage town lies, a small picturesque town

that has ancestral houses and structures dating back to the 19th century.

Batangas has the second largest international seaport in the Philippines

after Metro Manila. The identification of the city as an industrial growth center in

the region and being the focal point of the CALABARZON program resulted to

the increasing number of business establishments in the city’s Central Business

District (CBD) as well as numerous industries operating at the province’s

industrial parks.

1. People and Culture

The dialect of Tagalog spoken in the province closely resembles the Old

Tagalog spoken before the arrival of the Spanish. Hence the Summer Institute of

Linguistics called this province the Heartland of the Tagalog Language. A strong

presence of the Tagalog culture is clearly visible to the present day.

Linguistically Batangueños are also known for their unique affectation of

often placing the particles eh or ga (equivalent of particle ba Filipino), usually as

a marker of stress on the sentence, at the end of their spoken sentences or

speech; for example: “Ay, oo, eh!” (“Aye, yes, indeed!”). Some even prolong the

particle ‘eh’ into ‘ala eh’, though it really has no meaning in itself.

In the recent years, waves of migration from the Visayas had brought

significant number of Visayans to the province. There are also a few who can

speak Spanish, since Batangas was an important centre during the colonial

period.

Batangas also has one of the highest literacy rates in the country at

96.5%, wherein the males have a slightly higher literacy rate at 97.1% than

females with 95.9%.Combined average of literacy is 96%.

 The Province of Batangas is most famous for their production and market

of the Balisong or Philippine Butterfly knife. Batangas is the Heart of the Tagalog

Language as the dialect of Tagalog spoken endue closely resembles the Tagalog

spoken before the arrival of the Spanish. Linguistically Batanguenos are withal

known for their unique affectation of a great deal placing the particles e or ga

(equivalent of particle ba Filipino), ordinarily as a marker of stress on the

sentence, at the end of their spoken sentences or speech; for example: Ay, oo, e!

(Aye, yes, indeed!). Some even prolong the particle e into ala e, though it really

has no meaning in itself. Religion also plays an important part in the daily lives of

Batanguenos, as it is abode to the Archdioces of Lipa, one of the most powerful

centres of the Roman Catholic church in the Philippines.

According to historians and melodyologists, Batangas is also the home of

the Kumintang, an ancient Filipino war song, later evolved to be the Kundiman,

the paramount of Filipino prowess Songs. Aside from the Kundiman, the province

is also the origin of the lively Balitao or Balitaw (though the province of Cebu may

argue) and the worship dance Subli. As harmony forms an integral part of

Batangas history, Batanguenos are frequently distinguish singing the Huluna (a

Tagalog lullabby, so taxing because of its lengthy mellismas), the Duplo and

Karagatan (a debate do by singing), the Pasyon (a narrative of the passion and

death of Jesus Christ) and to a greater extent other song forms.

2. Geography

Physical

 Land

The City of Batangas is a coastal city lying in a cove-like shape at the

south-eastern portion of Batangas Province and geographically situated at

coordinates 13 degrees, 45 minutes and 25.96 seconds north latitude and 121
degrees, 3 minutes and 29.2 seconds east longitude. It is bounded on the

northwest by the municipality of San Pascual; on the north by the municipality of

San Jose; on the east by the municipalities of Ibaan, Taysan and Lobo; and on

the south by the Batangas Bay.

Batangas City, the capital of Batangas Province has a total land area of

more or less 28,541.44 hectares. It is about 112.00 kilometres away from Manila

and has a travel time of approximately two (2) hours through the Southern

Tagalog Arterial Road (STAR).

 Climate

Batangas City is generally coolest during the months of December to

January with temperature ranging from 22ºC to 26ºC. The mean temperature

rises and attains a maximum of 36 degrees Celsius (36ºC) in May. The month of

October marks the steady fall of temperature.

The driest months in Batangas City are from January to April, with the

average monthly rainfall of less than 50 mm per month. The northeast monsoon

“amihan” prevails starting the months of November up to April. Although originally

moist, it becomes comparatively drier after crossing the Sierra Madre Range to

the north and east of Batangas, thus attributing for predominantly dry weather

during this period. By May to the later part of October, the situation is reversed.

The southwest monsoon “habagat” prevails bringing with it considerable rain. A

pronounced maximum rain period occurs in Batangas during the months of June,

July, August and September when southwest monsoon flow is steadiest and the

average monthly rainfall is 275 mm per month. By the end of October, the

northeast monsoon starts to set again. However, the months from October to

December are not characterized by dry weather as compared to the months from

January to April. This is partly due to the fact that typhoons and depressions

most frequently affect the city during the months from July to December.
3. History of Batangas

A. Prehistory

Long before the arrival of the Spaniards in the Philippines, large centers of

population already thrived in Batangas. Native settlements lined the Pansipit

River, a major waterway. The province had been trading with the Chinese since

Yuan Dynasty until first phase of Ming Dynasty in the 13th and 15th century.

Inhabitants of the province were also trading with Japan and India.

Archeological findings, show that even before the settlement of the

Spaniards in the country, the Tagalogs, especially the Batangueños, had a very

high level of civilization. This was shown by some jewelry, made from a

chambered nautilus’ shell, where some tiny holes were drilled by some tube. The

way it was drilled shows that early Batangueños had an idea of what is beautiful.

Later, the pre-historic Batangueños was influenced by India as shown in

some ancient potteries. In fact, a Buddhist image was reproduced in mould on a

clay medallion in bas-relief from the Municipality of Calatagan. According to

experts, the image in the pot strongly resembles the iconographic portrayal of

Buddha in Siam, India and Nepal. The pot shows Buddha Amithaba in the

tribhanga pose inside an oval nimbus. Scholars also noted that there is a strong

Mahayanic orientation in the image, since the Boddhisattva Avalokitesvara was

also depicted.

One of the major archeological finds was in January 1941, where 2 crude

stone figures were found in Palapat in the Municipality of Calatagan. They were

later donated to the National Museum. Unfortunately, one of them was destroyed

during World War II.

Eighteen years later, a grave was excavated in the nearby Punta Buaya.

Once again, it showed that early Batangueños have an appreciation of art, since

pieces of brain coral were carved behind the heads of the 12 remains that were
found. The site was named ‘Likha’ (meaning ‘Create’). The remains were

accompanied by furniture that could be traced as early as the 14th century.

Potteries, as well as bracelets, stoneware and metal objects were also found in

the area, suggesting that the people who lived there had an extensive contact

with people from as far as China.

The presence of believed also suggested that prehistoric Batangaueños

believed in the idea of life-after-death, since someone might need a plate where

he would eat or chalices where he could drink. This also related the Batangueños

to its neighbors in Asia, where it was a custom to bury some furniture with the

dead.

Like the nearby tribes, the Batangan or the early Batangueños were non-

aggressive people. Partly because most of the tribes in the immediate environs

are related to them by blood. However, when there is no choice but to defend

your life, Batangans would use the bakyang (bows and arrows), the bangkaw

(spears) and the suwan (bolo).

Another proof of civilization from the Batangans was the presence of

religion. Though it was highly superstitious, such as the use of amulet (talisman),

it showed that these people believed in the presence of higher beings and other

things unseen. Thus, there is a strong connection between the Batangans and

nature.

Although it is widely accepted that the term Tagalog came from the word

‘Taga-Ilog’ o river Dwellers, (referring to the Pasig River), Wang The-Ming

pointed out in his writings that Batangas was the real centre of the Tagalog Tribe,

which he then identified as Ma-yi. According to this Chinese Annals, Ma-yi had its

centre in the Province and extends to as far as Cavite, Laguna, Rizal, Quezon,

Bataan, Bulacan, Mindoro, Marinduque, Nueva Ecija, Some parts of Zambales

and Tarlac. However, many historians interchangeably use the term Tagalog and

Batangueño.
 Henry Otley Beyer, an American archaeologist, also showed in his studies

that the early Batangueños have a special affinity with the precious stone known

as the jade. In fact, the named the Late Paleolithic Period of the Philippines as

the Batangas Period in recognition of the multitude of jade found in the

excavated caves in the province. Beyer identified that the jade-cult reached the

Province as early as 800 BC and lasted until 200 BC.

B. Spanish colonization

In 1570, Spanish generals Martin de Goiti and Juan de Salcedo explored

the coast of Batangas on their way to Manila and came upon a Malay settlement

at the mouth of Pansipit River. In 1572, the town of Taal was founded and its

convent and stone church were constructed later.

Officially, the Province of Bonbon was founded by Spain in 1578, through

Fr. Estaban Ortiz and Fr. Juan de Porras. It was so named after the name that

was given to it by the Muslim natives who inhabited the area.

In 1581, the Spanish government abolished the Bonbon Province and

created a new province which came to be known as Balayan Province. The new

province was composed of the present provinces of Batangas, Mindoro,

Marinduque, southeast Laguna and Camarines. After the devastating eruption of

Taal Volcano in 1754, the old town of Taal, present day San Nicolas, was buried.

The capital was eventually transferred to Batangas (now a city) in fear of further

eruptions where it has remained to date.

The history of Batangas as a province can never be separated from the

history of the Christianization of the Islands. In the same years that de Goiti and

Salcedo visited the province, the Franciscan missionaries came to Taal. The

place later became the first settlement of the Spaniards in Batangas and one of

the earliest in the Philippines. In 1572 the Augustinians founded Taal in the place

of Wawa, now San Nicolas, and from there began preaching in Balayan and in all
the big settlements around the lake of Bombon (Taal). Indeed, the Augustinians

did a very good job. Not only did they make Batangas the second most important

religious centre of the Archipelago, they did it in a mere 10-year period. In fact,

up to now, Batangas remains to be one of the most ‘Christianised’ and even the

most ‘Catholic’ Province in the Philippines.

The first missionaries in the diocese were the Augustinians, and they

remained until the revolution against Spain. Among the first missionaries were

eminent men like Alfonso de Albuquerque, Diego Espinas, Juan de Montojo and

others.

The first centers of faith were established in Taal, then in Balayan, Bauan,

Lipa, Sala, Tanauan, all around the lake of Bombon (Taal).

The first missionaries were the Augustinians. And during the first ten

years, the whole region around the lake of Bombon was completely

Christianized. It was done through the preaching of men who had learned the

first rudiments of the language of the people. At the same time they started

writing manuals of devotion in Tagalog,such as novenas. What is more, they

wrote the first Tagalog grammar that served other missionaries who came.

The year of foundation of important parishes follows: 1572 the Taal parish

was founded by the Augustinians; 1581 the Batangas parish under Fray Diego

Mexica; 1596 Bauan parish administered by the Augustinian missionaries; 1605

Lipa parish under the Augustinian administration;1774 Balayan parish was

founded; 1852 Nasugbu parish; and 1868 Lemery Parish.

Nasugbu became a very important centre of trade during the Spanish

occupation of the country. So important was this town that the first recorded

battle between two European Forces in Asia was in Fortune Island, Nasugbu,

Batangas. In the late part of the 20th Century, the inhabitants of Fortune Island

discovered a sunken galleon that contained materials sold in the Manila-

Acapulco Galleon Trade. Today, the Galleon stands majestically in the islands as

a reminder of the grandeur of Batangan Past.

Batangas was also among the first of the eight Philippine provinces to

revolt against Spain and also one of the provinces placed under Martial Law by

Spanish Governor General Ramon Blanco on August 30, 1896. This event was

given distinction when Marcela Agoncillo, also a native of the province, made the

Philippine Flag. Indeed, the official Philippine flag has a sun with eight rays to

represent these eight provinces.

Another notable hero from this era is Apolinario Mabini, also known as the

sublime paralytic and “Brains of the Revolution”.

C. American period

The struggles of the Batangueños did not end when the Spaniards left the

Philippines. Batangas was also in the watch-list of the Americans when they

occupied the Islands.

When the Americans forbade the Philippine flag from being flown

anywhere in the country, Batangas was one of the places where the

revolutionaries chose to propagate their propaganda. Many, especially the

revolutionary artists chose Batangas as the place to perform their plays. In an

incident recorded by Amelia Bonifacio in her diary, the performance of

Tanikalang Ginto in the province led not only to the arrest of the company but all

of the audience. Later, the play was banned from being shown anywhere in the

country.

General Miguel Malvar is recognized as the last Filipino general to

surrender to the United States in the Philippine-American War.Raph

D. Japanese occupation
 After the attack in Pearl Harbor on December 7, 1941, the Japanese

switched their planes to attacking the Philippines, launching major air raids

throughout the country. The bombings resulted into the destruction of the

Batangas Airport located in Batangas City, of which nothing remains today.

Batangas was also a scene of heavy fighting between the Philippine Army Air

Corps and the Japanese A6M Zero Fighter Planes. The most notable air combat

battle took place at height of 3,700 metres (12,000 ft) on December 12, 1941

when 6 Filipino fighters led by Capt. JesúsVillamor engaged the numerically

superior enemy of 54 Japanese bombers and fighter escorts which raided the

Batangas Airfield. Thus, Capt. JesúsVillamor won the battle, suffering only one

casualty, Lt. César Basa whose plane was shot down by seven intercepting

enemy fighters which eventually died when he was strafed by machine gun’s fire

came from the A6M Zeroes.

When Gen. Douglas MacArthur ordered the overall retreat of the

American-Filipino Forces to Bataan in 1942, the province was ultimately

abandoned and later came under direct Japanese occupation. During this time,

the Imperial Japanese Army committed many crimes against civilians including

the massacre of 328 people in Bauan, 320 in Taal, 300 in Cuenca, 107 in San

Jose and 39 in Lucero.

E. Post-American period

After Douglas MacArthur made his famous landing in the Island of Leyte,

he came next to the town of Nasugbu to mark the liberation of Luzon. This

historic landing is remembered by the people of Batangas every last day of

January, a holiday for the Nasugbugueños. And if Leyte is proud of the bronze

statues of McArthur, Batangas can is also proud of their own version of that.

After the Philippines was freed from America, the Batangueños once again

entered the picture. Statesmen from Batangas became famous in the

government. These include the legislators Felipe Agoncillo, Galicano Apacible

(who later became the Secretary of Agriculture), Ramon Diokno, Apolinario R.

Apacible, Expedito Leviste, Gregorio Katigbak, Teodoro Kalaw, Claro M. Recto,

and Jose Laurel.

Most of these legislators became well known not only in the country but also

in the world as many of them held executive offices afterwards. some of them

were even sent as Philippine Envoys to other countries.

It is also notable that when Quezon left the Philippines during the Japanese

Occupation, the Japanese government in the Philippines chose the Batangueño

Jose Laurel, Sr. to the de jure President of the Puppet Republic.

F. Recent history

The 1986 People Power Revolution in EDSA marked another time where

Batangueños enter the picture. When Corazon Aquino was inaugurated as

president by the bloodless revolution, the Batangueño Salvador Laurel is no less

than her Vice-President.

She also appointed Renato de Villa as the Chief of Constabulary and

Director-General of the Integrated National Police, and later the Chief of Staff of

the Armed Forces of the Philippines. It was under his leadership that the Military

remained loyal to Aquino despite the many coup d’etat attempts of Gregorio

Honasan. He was also one of the influences behind the Second People Power in

2001.

During the Presidency of Joseph Estrada, he also chose four

Batangueños to be his closest advisers. The group was composed of Domingo

Panganiban (Department of Agriculture), Benjamin Diokno (Department of

Budget and Management), Dong Apacible (Legislative Liaison), Tony “Lepili”

Leviste (Board of Investments Governor), and PedFaytaren (Economic

Intelligence Chief). This is not to mention Dennis Hernandez, special assistant to

Alfredo Lim of theDepartment of Interior and Local Government. During the

Estrada Impeachment trial, Hernando Perez, a known lawyer from Batangas City

served as private prosecutor.

The Second People Power in 2001 also became an important event for

the Batangueños. After Joseph Estrada was thrown off from power, Gloria

Macapagal-Arroyo replaced him and chose De Villa as her executive Secretary.

He was replaced by Eduardo Ermita, another Batangueño, whom she first

appointed as Secretary of the Department National Defence.

Three other Batangueños were in the Original the Arroyo Cabinet namely,

Noel Cabrera from the Office of the Press Secretary, Renato Corona who was

the Presidential Spokesman then later became a Supreme Court Justice, and

Hernando Perez who was the Secretary of the Department of Justice.

Leandro Mendoza, who was also chief of the Philippine National Police,

was appointed Secretary of the Department of Transportation and

Communication upon his retirement, while Lauro Baja, former Undersecretary of

the Department of Foreign Affairs was appointed the Philippine Envoy to the

United Nations.

Since June 29, 2010, President-elect Aquino, at that time, appoint Br.

Armin Luistro FSC as the Secretary of the Department of Education.

SICO 1.0 NATIONAL HIGH SCHOOL (GRADE 7-12)

Sico 1st, San Juan, Batangas

I. INTRODUCTION

For countless years, educational athorities have always been

geared and focused towards greater educational developments hoping to
produce quality education, indulged and engaged towards global
competitiveness. This SIP was prepared through the shared efforts of the School
Planning Team and School Governance Council who include: Mr. Lemuel M.
Dayo, Principal I; Mrs. Marissa N. Arasula, School Quality and Management
Team; Mrs. Julyve D. Untalan, Staff Development Team; Mrs. Babylyn V. Celis,
School Curriculum and Instructional Program Team; Mrs. Winnie P. Catapang,
Student Extra-Curricular Activities Team; Mr. Adelfo L. Paez, School Physical
Facilities Team; Mrs. Catherine D. Salosa, School Finance Team; Mrs. Floserfida
T. Razon, PTA President; Ms. Shiela Mae M. Hernandez, SSG President; Mr.
Brnedicto Aguila, Barangay Chairman-Sico 1.0; and Hon. Rodolfo H. Manalo,
Municipal Mayor.

The Internal and External Stakeholders were consulted about the

school’s situation and plan for developments for the next three years. Various
meeting were held at different venue to meet with the hectic schedule of various
stakeholders especially the municipal mayor, barangay chairman, and the School
Governance Council Chairman. Most of the paper works were done by the
teachers and school head at the school while were held at their respective
offices. To achieve the educational development, school authorities, definitely the
school heads have undergone series of complicated tasks and processes which
finally lead with the fulfilment of our greatest hopes and aspirations, this School
Improvement Plan.

The document was done to provide the continuing developments of

the school through the collaborative efforts of its stakeholders to achieve the
standards set by the School Planning Team. The school has been established
since 2005 and it currently looks forward for better improvements with the
cooperation of all the staff, the general PTA, the parents, the local officials and
the whole community under its continuous progress and growth. It serves as the
guide for the school head in school management considering its vision, mission,
goals, and objectives of education. This also the basis of information for the
stakeholders to further enhance the learning outcomes of the students and
analyse the problems that hinders the target goals of the school with regards to
academic performance of its constituents.

II. GUIDING PRINCIPLES

The DepEd core values that the school believes for are “Maka-
Diyos”, “Maka-tao”, “Maka-kalikasan”, and “Maka-bansa”.

Maka-Diyos (Godly)- Seeking God’s guidance in all its plans.

Maka-tao (Mindful of humanity)- Exercising responsibilities as part of the

community for common good.

Maka-kalikasan (Respect of nature)- Preserving nature and protecting the

environment for the benefit of all.

Maka-bansa (Patriotic)- Love on country and inculcating heroism in present time.

The Core Values of the school are as follows:

S- Shaping the future and

I- Inspiring the youth through

C- Cultivation of excellence and

O- Observation of humanity

 VISION STATEMENT

We dream of Filipinos who passionately love their country and

whose competencies and values enable them to realize their full potential and
contribute meaningfully to building the nation.

We are a learner-centered public institution that continuously

improves itself to pursue its mission.

 MISSION STATEMENT
To protect and promote the right of every Filipino to quality,
equitable, culture based and complete basic education where:
- Students learn in a child-friendly, gender-sensitive, safe, and
motivating environment
- Teachers facilitate learning and constantly nurture every learner
- Administrators and staff, as stewards of the institution, ensure an
enabling and supportive environment for effective learning to happen
 - Family, community and other stakeholders are actively engaged and
share responsibility for developing life-long learners.

III. SCHOOL AND COMMUNITY PROFILE

A. SCHOOL PROFILE
a. School Name: SICO 1.0 NATIONAL HIGH SCHOOL
District: SAN JUAN WEST
School ID: 307708
Municipality: SAN JUAN
Type of School: GENERAL/PUBLIC
Congressional District: 4th
Curriculum: K to 12 BEC for Grade 7 and 8 and
Basic Education Curriculum for Third Year and
Fourth Year
Address: SICO 1st, SAN JUAN, BATANGAS
School site: Area- 4,619 sq.m.
Sico 1.0 National High School is located at the western part of Sico 1 st and
is bounded by Brgy. Escribano in the north. Brgy. Janao-janao in the south, Brgy.
Calicanto in the east and Brgy. Sico 2nd in the west

SCHOOL LOGO

The seal emphasizes the vision, aspirations and commitments of the

school. The torch symbolizes Christ whom come the light that guides the
direction and purpose of the school. The book represents the commitment of the
school to pursuit of knowledge for enlightening the socially responsible and
competent citizenry. The crown signifies the intelligence and academic
excellence, talents and skills to develop each students. The laurel leaf premises
the strong commitment and dedication of teachers for its vision-mission, service
to God and country for productive endeavor. The colors are gold and yellow to
proclaim its deep and strong adherence to its vision and mission and clear white
to proclaim nobility of its aspirations which deepen the student’s faith in God as
center of His being.

SCHOOL HISTORY
Sico 1.0 National High School, located at Sico 1.0, San Juan,
Batangas has been established since 2005. Mrs. Teresita B. Manalo, the wife of
Municipal Mayor, Hon. Rodolfo H. Manalo donated a lot from their property for
the establishment of the school. The first donated lot measures 3, 119 sq. m.
where the school itself is situated and constructed, followed by an additional 1,
500 sq. m.

The school started its operation with two classroom buildings

funded by the local government. There were three pioneer teachers then- Ms.
Marissa N. Arasula, Ms. Mary Jane R. Marco and Ms. Babylyn Baez under the
supervision of Mr. Florencio P. Ilao, Principal I of Buhaynasapa NHS. They had a
total population of 106 students, 62 males and 44 females.

It was 2006 when the Filipino-Chinese Chamber of Commerce

building was donated by Grace Yap through the help of our benevolent individual
Mr. Roberto Licup Sr.. In the same year, a Teacher Leader came of Mr. Cenon
Celso C. Cueto.

It was 2008 when two classrooms of Vilma Santos Recto Type

Building and one classroom of DepEd National were constructed.

The school was continuously bats for greater developments through

the help of the local government, other generous and benevolent individuals, the
parents and the community. Additional buildings were constructed and other
facilities were provided. It was 2009 when the school was provided a Teacher in
Charge, Ms. Mary Ann G. Aguila, a borrowed item from Palahanan National High
School. She led the increasing number of students and teachers of the school
with twelve classroom buildings – three for each year level.

A collaborative effort and donations from PTA President, Hon.

Rodolfo H. Manalo and other stakeholders materialized the construction of the
covered court that was started on September 2009 and ended during the second
week of January 2010.
 It was June 4, 2013 when Mr. Lemuel M. Dayo became Principal I
of this school. At present, the school is working together for its continuous
developments and enhancement toward the attainment of higher thinking skills
and learning outcomes bounded by the philosophy of Department Education as
Maka-Diyos, Makatao, Makakalikasan, and Makabansa.

 CURRICULUM

The school follows strictly the K to 12 Basic Education Curriculum

for Grade 7 and Grade 8 students and the Basic Education Curriculum SEC, for
Third Year and Fourth Year. The teachers are using English as the medium of
instruction almost in all subject areas except in Araling Panlipunan, Filipino, and
Values Education.

The school has the text books and other references both for the
students and the teachers. The number may not be enough, but somehow,
through the initiative and resourcefulness of the teachers, they still could find
means to make teaching – learning accessible to the students. It has computers
that are used for classroom instructions specifically the internet and power point
presentations, computations of grades and making reports, the fact that most
teachers provided their own laptop.

Furthermore, the teachers usually attend seminars and conferences

relevant to their field of specialization especially during summer. They also attend
to the school-based training during semestral break which are of great help to
improve the teaching – learning process.

The school head also developed a schedule and school program

based from their field of specialization and distribute the tasks of the teachers
depending on their skills.

The school calendar of the activities is followed, noting the

importance of NCAE, NAT and other tests namely Pre-Post Test, Periodic Test
and Diagnostic Test. Regular activities such as Brigada Eskwela, Athletic Meet,
Academic Affairs in different areas, contests and festivals are observed.

Different subject areas have different components that determine

the performance of students. Filipino is focused on the different texts for
students’ analysis and evaluation. There are oral presentations and activities that
the students have the work relevant to the lessons. English emphasizes the
development of the students’ speaking, listening, and comprehension skills.
Insertions of multiple intelligences have always been a part of these activities.
They have to submit themselves to the creative writing activities every grading
period. In Mathematics, students are trained regarding their expertise in numbers
with relevance to the four major subjects. Analysis of algebraic symbols,
derivation of formulas and solving problems as well as analysis of equations are
parts of the lessons. Science and Technology makes the students aware of the
environment, making observations, performing experiments, gathering data and
drawing conclusions. It involves synthesis, making hypothesis, film- viewing and
power point presentations, thus submitting one to the global instructions. Araling
Panlipunan discusses the history of the Philippines and of the world. Students’
critical thinking abilities are rested through news reporting and giving reactions
on current issues. Performances like tableau, drama, debate, brainstorming, and
panel discussions are some of the activities. Technology and Livelihood
Education applies the varied skills which could be of great help in real life
situations like cooking, baking, sewing, embroidery and the like. Computer
Education is highly implemented. Music, Arts, Physical Education, and Health
gives emphasis on different creative steps in dancing, not only in our country but
even those in Asian countries. Music and sports are enhanced using videos and
actual presentations of the learners. Values Education focuses on teaching traits,
characteristics, virtues and moral values that can be applied on real life situations
of students.

Teachers follow the learning competencies and apply the four A’s
namely activity, analysis, abstraction, and application on their teaching methods
and strategies in K to 12 BEC. Modules are being used in the learning process of
the students. ICL is also used for the students that need a remediation once a
week. Teachers, with the assistance of selected fast learners, hep the slow
readers on reading.

Sixteen teachers are taking Master of Arts in Education to upgrade

their potentialities and educational management.
 DIRECTORY MAP OF

SICO 1.0 NATIONAL HIGH SCHOOL (GRADE 7-12)

 SICO 1.0 NATIONAL HIGH SCHOOL (GRADE 7-12)
SCHOOL PERSONNEL

JOCELYN P. ARUILLO
Principal

WINNIE CATAPANG
Guidance Counselor

Imelda L. Amazona Teacher III

Rosalie L. Bustamante Teacher III

Winnie P. Catapang Teacher III

Babylyn V. Celis Teacher III

Emerson B. Dalangin Teacher III

Gina D. Dalangin Teacher III

Nedie S. Dayao Teacher III

Madona G. De La Rosa Teacher III

Vanessa E. Dimaandal Teacher III

Elma D. Gloria Teacher III

Maricel M. Lopez Teacher III

Mary Jane R. Marco Teacher III

Adelfo L. Paez Teacher III

Marissa A. Quinia Teacher III

Patrick T. Razon Teacher III

Melissa Joy. A. Reyes Teacher III

Catherine D. Salosa Teacher III

Veronica V. Serohijos Teacher III

Clariza I. De Roxas Teacher II

Ma. Alona T. Dimaculangan Teacher II

Darwin M. Lubid Teacher II

Jayson D. Reyes Teacher II

Rose Ann A. Rizare Teacher II

Anatoly D. Sabelita Teacher II

Mayoliza M. Tatlonghari Teacher II

Julie Anne P. Aguila Teacher I

Maribel B. Alcantara Teacher I

Rochelle M. Alcazar Teacher I

Arlene A. Atienza Teacher I

Janeth H. Castor Teacher I

Mark Angelo M. Catibog Teacher I

Shiela M. Coronel Teacher I

Jacqueline M. Clerigo Teacher I

Ella Mhay P. Lazieras Teacher I

Larry L. Lim Teacher I

Maridith L. Mabiling Teacher I

Jecille M. Masalunga Teacher I

Leizel A. Mendoza Teacher I

Bren J. Pasia Teacher I

Clarissa M. Pureza Teacher I

Jovy Riomarie C. Raz Teacher I

Marinelo Lirio E. Coronel Financial Officer

Saturnino S. De La Rosa Jr. Financial Officer

Hermi Loveres Security and Utility

Ener A. Ricohermoso Security and Utility

Rafaela D. Aclan Canteen Staff

 Myrna M. Castillo Canteen Staff

Vivian B. Dimaculangan Canteen Staff

Gerlie Joy B. Laforteza Canteen Staff

Ermita Gutierrez Canteen Staff

CONTEMPORARY ART PRODUCTION EXPERIENCES

Success in doing contemporary Art design is highly dependent upon

recognition that it is a reaching experience that has a structure similar to followed

in any good instructional setting. Students who engaged in doing contemporary

Art design do vary in their abilities, preparation, and previous experiences.

In doing Contemporary Art design, there is a process/steps needed to be

followed in order to serve as a guide from the start to the end. There are several

steps that the students must know. (1) Define the problem. (2) Brainstorm with

their co-members. (3) Research and Generate Ideas. (4) Identify criteria. (5)

Explore possibilities. (6) Develop a design proposal. (7) Make a model. (8) Refine

a design. (9) Communicate processes and results. (10) Present the Model.

(https://quizlet. com/steps of the design processes).

A student plays a dual role in doing their products. The cooperating

teacher plays a more or less passive roles being the recipient rather than a giving

of instruction as a student while as a cooperating teacher; one assumes a truly

active role of observing the growth of her students.

Observation Phase

Leaders are guiding their members while doing the product; they're

equally cooperating with them based on their given tasks. Group 6 work with their

product which is film. In able to finish their product, they provide patience, focus,
and love at the work because it is very challenging  to them. First, they plan the

topic that they want to make. Second, the leader assign the roles of each

members in the film. Then, they started  making their film soon as possible

because they only have a short time to finish it. Then as the day passed by, they 

finish the film through cooperating with each other.

Actual Contemporary Art Production Phase (February 10, 2020-March 3,

2020)

Following the brief observation period, the students begun their actual product

making. During this time, the students under the supervision of their teacher assumed

increasing responsibility for the planning and execution of instruction. During this phase

the students decide to make a cooperation to have improvement. The students

exchange roles where they are assigned in different tasks.

Formal Contemporary Art production experience started February 10, 2020.

Before the students started their product which is film, they start to have a plan for it,

and then they bring some material and equipment needed in creating the film. The

cameras, props, extra t-shirts and they used it very well. The leader asked his group

mates to do their tasks. As part of preparation, the students begin to make their

product. Every time in their subject, the students do their task, the leader also do his

task and asked his group mates to collaborate with him.

 EVALUATION OF CONTEMPORARY ART PRODUCTION

Insight gained from the Contemporary Arts production experience

Performance Art is one of the most important product for contemporary arts

production, we must be learned to do it. Performance Art have various purposes, and

uniformly as an expression of art prevailed in every human society. It is closely attached

to the different aspect of the human life.

Performance Art is one of the most important phases in contemporary art

production. It provides an opportunity for the students to use their skills and abilities in

doing contemporary art production. However, it has a big impact in every student to

boost and improve their skills.

The cooperating teacher played an important role in doing contemporary art

production. It has a benefits and understanding that existed between them. The

cooperating teacher exerted great influence in helping the students in doing their

product.

Problems encountered during Contemporary art production

Performance Arts is one of the most important contemporary art production

experiences. It is nice to make product that will improve your skills and abilities.

However, the process of making product was a challenging one. But it serves as: (1) As a
step in improving their skills and abilities; (2) An inspiration; (3) Motivation in their

everyday life; (4) A process in reaching their goals. Everyone experienced and

encountered troubles and difficulties which becomes their inspiration to finish their

product.

The students encountered different problems such as lack of equipment and

materials, different decision making, misunderstanding, handling time management and

cooperation. On the other hand, they choose to finish their product to reach their goals,

to improve their skills and abilities and to become a model to everyone in future.

SUGGESTIONS AND RECCOMMENDATIONS TO IMPROVE

CONTEMPORARY ARTS PRODUCTION EXPERIENCE

To the cooperating teacher

 The cooperating teacher was giving a format to guide the students, through

years of experiences and advance knowledge; this individual had developed the

understanding and the ability of the students to cooperate with each other. The success

of the contemporary art production experience depends upon their relationship with

their cooperating teacher. The students shall obtained guidance and direction from this

person.

The cooperating teacher helps them to gained confidence in themselves. They

also gave encouragement to the students, the steps and instructional materials that

should be in proper condition.

To the future students

The students were assigned to work with their cooperating teacher. This

assignment was no way takes away any of the rights, privileges and responsibilities of

the cooperating teacher.